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Dual-Credit Classes Multiply Benefits for Students and Families

January 31, 2018

Picture-postcard views, moose and mule-deer sightings, and the opportunity to learn alongside instructors from the renowned Teton Science Schools were highlights for the Upper School students who’ve just returned to campus after the Field and Natural History class’s annual study trip to Jackson Hole, Wyoming.

But this full week of integrated, experiential learning in a diverse and spectacular ecosystem is only one of several benefits accruing to students enrolled in this dual-credit course. Others include being introduced to demanding, college-level work and obtaining transferable college credits—while still in high school.

Currently, five Upper School classes are designated as dual-credit, with both the course content and the teacher approved by the accrediting institution:

Field and Natural History and College Chemistry, taught by Lynne Scott (C’01) and Melanie Shedd (C’98) respectively, were accredited by Principia College in 2013.

Since 2016, the University of Missouri-St. Louis (UMSL) has accredited two upper-level Spanish language courses taught by Courtney Bradley, Chair of the World Languages Department.

And in fall 2017, a dual credit U.S. History course taught by Rich Waller was approved by UMSL.

This academic year alone, 63 students will be eligible for college credit through their enrollment in one or more of these courses.

“By earning credits that count toward graduation requirements at colleges or universities, students can save both time and money as they pursue their degrees,” explains Bradley. Just as important, she adds, students are developing study skills and habits that better prepare them for the demands of college academics. Field and Natural History teacher Scott agrees, noting that, through on-campus work as well as the Teton Trip, “our students are being exposed to the initiative, persistence, and work ethic required for higher learning and research” in both college and graduate school.

Advanced Placement (AP) courses have been a staple at college-prep schools for many years, with students being eligible to receive credit from colleges if they have scores of 3 or above. (In practice, many colleges only allow credit to those with scores of 4 or 5). However, in recent years, progressive schools that prioritize experiential learning, 21st-century reasoning, and collaboration are shifting away from AP courses, finding them proscriptive and overly focused on content rather than process.

Bradley, who also has experience teaching and grading AP Spanish exams, believes that the dual-credit model allows for rigor as well as teacher creativity and flexibility in teaching to student interests and strengths. This makes for engaging teaching and learning and allows opportunities for students to apply what they’re learning in a variety of situations.